Frank E. Thompson Middle School is one of the eight Public Schools in the city of Newport, Rhode Island. The mission of Thompson Middle School is to create a community that provides all students with opportunity for social, emotional, and academic growth, thereby promoting productive citizenship and lifelong learning (newportrishcools.org). TMS hold approximately 500 students and serves grade 6-8. This report will analyze the community, district, and school background also including the strengths and weakness found in the educational systems.
Community Background
Newport County, Rhode Island is steeped in history and beauty and is also referred to the sailing capital of the world. Surrounded by ocean the population of Newport County, RI is 81,575 compared to the state of Rhode Island which is estimated at 1, 067,610 (U.S. Census Bureau). The students attending Thompson Middle School is made up of 55% Caucasian, 16% Hispanic, 1% Asian, and 26% African American (Public School Review 2006). Diversity is shown slightly compared to Newport County itself, which is made up of 92% Caucasian, 3.4% Hispanic or Latino, 1.3% Asian, and 3.3% African American (U.S. Census Bureau). A Wide range of Diversity is harder to find in areas such as Newport. However, diversity should be an important topic of discussion especially to those who don’t experience it everyday.
The average family size found in Newport County is 2.94, with the total housing units at 40,910 which 33,750 are occupied. The majority of the community owns their own houses rather then renting. This means the students who are attending Thompson Middle School are coming from homes where they are paying local property tax.The economic characteristics shown in Newport consist of the median household income at 64,802 compared to U.S at 52,175. The Median family income is estimated at 80,523 and pre capita income is at 36, 376. Families found below poverty make up 4.6% and individual below poverty are at 7.8%. These statistics show that the majority of the population is working class and above poverty level. However there is a small percentage of the population that is found below, making Newport majority a middle class community. District Summary
Newport County district schools consist of the following five elementary schools (grades k-5): Carey School, Coggeshall School, Calvert Elementary, Sullivan School, and Underwood school and then make the transfer to the only one middle school: Thompson Middle School, and eventually attend the one high school: Rogers High.
The total number of students in the Newport County district is 2,243 1.5% of states total. The number of teachers includes 232, with the student to teacher ratio 10:1. Ratios vary from elementary to high school staying in close range. The total district revenue $44,094,000 and the district expenditures includes, $41,556,000 (Public School Reviews).
The number of students receiving special education is 20% as apposed to 18% in the state of Rhode Island (Kids Count). Twenty-two Thompson students are designated as English as Second Language learners. Fifty-four percent of the students receive free or reduced cost lunch.
School Analysis
Thompson Middle School made the transition in 1994 from Thompson Junior High School. The building that the school currently occupies re-opened in 2002 after an extensive two-year, $19M renovation. The School now houses the school offices, library, and computer lab. The other buildings were demolished to allow construction of new classroom space, as well as a cafeteria/performing arts space and gymnasium. Despite the new renovations Thompson Middle School is found to perform below the Rhode Island average in the Learning and Achievement Assessment testing. In mathematics Thompson performed at 47% proficiency as opposed to the 53% for the state of Rhode Island.In reading Thompson performed at 63% proficiency as opposed to the 68% for the state of Rhode Island which slower below the state’s average.The writing proficiency is slight higher at 53% compared to 49% for the state (infoworks).
Thompson Middle School could be a safer school with more support from teachers. The total number of incidence of suspension was 246, with an average rate of suspension at 48%. This was due from a number of different issues included, harassment physical and verbal, insubordination/ disrespect, fighting, and abuse of language towards teachers. These children are at a middle school level and should show more respect toward authority in their learning environment.
The attendance rate at Thompson Middle School is 92.7% compared to the state at 94%. Connective ness among professional colleagues, teachers, and administration show that they work well together as a unit. Parent involvement is around 50%, making it difficult to make sure students are completing their work while at home.
Conclusion
In conclusion despite new renovations Thompson Middle School needs to increase their standards for test scores and behavior found in the class room. Their mission is to is to create a community that provides all students with opportunity for social, emotional, and academic growth, thereby promoting productive citizenship and lifelong learning however there are lacking in a few areas to accommodate all this. Middle School is a difficult transition period in between elementary and high school. More focus and discipline needs to be instilled in these students to prepare them for the future.
References
Information Works, (2005-2008). Using information: Thompson Middle School. Newport District. Retrieved Oct. 20, 2009, from information Works Web site: http://infoworks.ride.uri.edu/2008/default.asp.
U.S. Census Bureau, (2008). American FactFinder. Income by Houshold. Retrieved October 20, 2009, from U.S. Census Bureau Web site: http://www.census.gov/
Public School Review. Retrieved October 22, 2009, from Public School Review Web site: http://www.publicschoolreview.com Rubric for Peer Edit #1
Introduction = REPLACEWITHSCORE/ 5 pts.
5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3 - Intro names the school/district/community but not much else.
2 - Intro fails to name the school, district, and community.
0 - No introduction section is apparent.
Constructive comments about report's introduction:
Organization = REPLACEWITHSCORE / 5 pts.
5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.
4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.
3 - Report is missing one of the sections.
2 - Report is missing more than one section.
0 - Report does not include any sections.
Strengths and constructive comments about report's organization:
Mechanics = REPLACEWITHSCORE / 5 pts.
5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.
and
There are extremely few typos and misspelled words in the report.
4 - Most information is cited using APA style.
and/or
There are a noticeable number of typos or misspellings.
3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.
and/or
There are many typos, misspellings, or other writing errors.
2 - Most of the report's information is not cited, or APA style was not used.
0 - Report does not include a Reference section.
Strengths and constructive comments about report's organization:
Conclusion = REPLACEWITHSCORE / 5 pts.
5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4 - Conclusion reviews analysis of school, district and community.
3 - Conclusion does not refer back to report findings.
0 - No conclusion section is apparent.
Strengths and constructive comments about conclusion:
Creativity = REPLACEWITHSCORE / 5 pts.
5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
Strengths and constructive comments about presentation:
Thoroughness = REPLACEWITHSCORE /10 pts
5 - Report includes at least ten different facts in each section (school, community, district) and
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
4 - Report includes at least eight different facts in each section and
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
3 - Report includes at least six different facts in each section and
compares some of the figures to other relevant figures
2 - Report includes at least four different facts in each section and
compares some of the figures to other relevant figures.
0 - Report includes less than four different facts for any section or
fails to compare any figures with other relevant figures.
Rubric for Peer Edit #2
Introduction = REPLACEWITHSCORE/ 5 pts.
5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3 - Intro names the school/district/community but not much else.
2 - Intro fails to name the school, district, and community.
0 - No introduction section is apparent.
Constructive comments about report's introduction:
Organization = REPLACEWITHSCORE / 5 pts.
5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.
4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.
3 - Report is missing one of the sections.
2 - Report is missing more than one section.
0 - Report does not include any sections.
Strengths and constructive comments about report's organization:
Mechanics = REPLACEWITHSCORE / 5 pts.
5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.
and
There are extremely few typos and misspelled words in the report.
4 - Most information is cited using APA style.
and/or
There are a noticeable number of typos or misspellings.
3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.
and/or
There are many typos, misspellings, or other writing errors.
2 - Most of the report's information is not cited, or APA style was not used.
0 - Report does not include a Reference section.
Strengths and constructive comments about report's organization:
Conclusion = REPLACEWITHSCORE / 5 pts.
5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4 - Conclusion reviews analysis of school, district and community.
3 - Conclusion does not refer back to report findings.
0 - No conclusion section is apparent.
Strengths and constructive comments about conclusion:
Creativity = REPLACEWITHSCORE / 5 pts.
5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
Strengths and constructive comments about presentation:
Thoroughness = REPLACEWITHSCORE /10 pts
5 - Report includes at least ten different facts in each section (school, community, district) and
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
4 - Report includes at least eight different facts in each section and
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
3 - Report includes at least six different facts in each section and
compares some of the figures to other relevant figures
2 - Report includes at least four different facts in each section and
compares some of the figures to other relevant figures.
0 - Report includes less than four different facts for any section or
fails to compare any figures with other relevant figures.
Title: Thompson Middle School
Introduction
Frank E. Thompson Middle School is one of the eight Public Schools in the city of Newport, Rhode Island. The mission of Thompson Middle School is to create a community that provides all students with opportunity for social, emotional, and academic growth, thereby promoting productive citizenship and lifelong learning (newportrishcools.org). TMS hold approximately 500 students and serves grade 6-8. This report will analyze the community, district, and school background also including the strengths and weakness found in the educational systems.Community Background
Newport County, Rhode Island is steeped in history and beauty and is also referred to the sailing capital of the world. Surrounded by ocean the population of Newport County, RI is 81,575 compared to the state of Rhode Island which is estimated at 1, 067,610 (U.S. Census Bureau). The students attending Thompson Middle School is made up of 55% Caucasian, 16% Hispanic, 1% Asian, and 26% African American (Public School Review 2006). Diversity is shown slightly compared to Newport County itself, which is made up of 92% Caucasian, 3.4% Hispanic or Latino, 1.3% Asian, and 3.3% African American (U.S. Census Bureau). A Wide range of Diversity is harder to find in areas such as Newport. However, diversity should be an important topic of discussion especially to those who don’t experience it everyday.
The average family size found in Newport County is 2.94, with the total housing units at 40,910 which 33,750 are occupied. The majority of the community owns their own houses rather then renting. This means the students who are attending Thompson Middle School are coming from homes where they are paying local property tax. The economic characteristics shown in Newport consist of the median household income at 64,802 compared to U.S at 52,175. The Median family income is estimated at 80,523 and pre capita income is at 36, 376. Families found below poverty make up 4.6% and individual below poverty are at 7.8%. These statistics show that the majority of the population is working class and above poverty level. However there is a small percentage of the population that is found below, making Newport majority a middle class community.
District Summary
Newport County district schools consist of the following five elementary schools (grades k-5): Carey School, Coggeshall School, Calvert Elementary, Sullivan School, and Underwood school and then make the transfer to the only one middle school: Thompson Middle School, and eventually attend the one high school: Rogers High.
The total number of students in the Newport County district is 2,243 1.5% of states total. The number of teachers includes 232, with the student to teacher ratio 10:1. Ratios vary from elementary to high school staying in close range. The total district revenue $44,094,000 and the district expenditures includes, $41,556,000 (Public School Reviews).
The number of students receiving special education is 20% as apposed to 18% in the state of Rhode Island (Kids Count). Twenty-two Thompson students are designated as English as Second Language learners. Fifty-four percent of the students receive free or reduced cost lunch.
School Analysis
Thompson Middle School made the transition in 1994 from Thompson Junior High School. The building that the school currently occupies re-opened in 2002 after an extensive two-year, $19M renovation. The School now houses the school offices, library, and computer lab. The other buildings were demolished to allow construction of new classroom space, as well as a cafeteria/performing arts space and gymnasium. Despite the new renovations Thompson Middle School is found to perform below the Rhode Island average in the Learning and Achievement Assessment testing. In mathematics Thompson performed at 47% proficiency as opposed to the 53% for the state of Rhode Island. In reading Thompson performed at 63% proficiency as opposed to the 68% for the state of Rhode Island which slower below the state’s average. The writing proficiency is slight higher at 53% compared to 49% for the state (infoworks).Thompson Middle School could be a safer school with more support from teachers. The total number of incidence of suspension was 246, with an average rate of suspension at 48%. This was due from a number of different issues included, harassment physical and verbal, insubordination/ disrespect, fighting, and abuse of language towards teachers. These children are at a middle school level and should show more respect toward authority in their learning environment.
The attendance rate at Thompson Middle School is 92.7% compared to the state at 94%. Connective ness among professional colleagues, teachers, and administration show that they work well together as a unit. Parent involvement is around 50%, making it difficult to make sure students are completing their work while at home.
Conclusion
In conclusion despite new renovations Thompson Middle School needs to increase their standards for test scores and behavior found in the class room. Their mission is to is to create a community that provides all students with opportunity for social, emotional, and academic growth, thereby promoting productive citizenship and lifelong learning however there are lacking in a few areas to accommodate all this. Middle School is a difficult transition period in between elementary and high school. More focus and discipline needs to be instilled in these students to prepare them for the future.References
Information Works, (2005-2008). Using information: Thompson Middle School. Newport District. Retrieved Oct. 20, 2009, from information Works Web site:http://infoworks.ride.uri.edu/2008/default.asp.
U.S. Census Bureau, (2008). American FactFinder. Income by Houshold. Retrieved October 20, 2009, from U.S. Census Bureau Web site:
http://www.census.gov/
Public School Review. Retrieved October 22, 2009, from Public School Review Web site:
http://www.publicschoolreview.com
Rubric for Peer Edit #1
Introduction = REPLACEWITHSCORE/ 5 pts.
Organization = REPLACEWITHSCORE / 5 pts.
Mechanics = REPLACEWITHSCORE / 5 pts.
and
There are extremely few typos and misspelled words in the report.
and/or
There are a noticeable number of typos or misspellings.
and/or
There are many typos, misspellings, or other writing errors.
Conclusion = REPLACEWITHSCORE / 5 pts.
Creativity = REPLACEWITHSCORE / 5 pts.
Thoroughness = REPLACEWITHSCORE /10 pts
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
compares some of the figures to other relevant figures
compares some of the figures to other relevant figures.
fails to compare any figures with other relevant figures.
Rubric for Peer Edit #2
Introduction = REPLACEWITHSCORE/ 5 pts.
Organization = REPLACEWITHSCORE / 5 pts.
Mechanics = REPLACEWITHSCORE / 5 pts.
and
There are extremely few typos and misspelled words in the report.
and/or
There are a noticeable number of typos or misspellings.
and/or
There are many typos, misspellings, or other writing errors.
Conclusion = REPLACEWITHSCORE / 5 pts.
Creativity = REPLACEWITHSCORE / 5 pts.
Thoroughness = REPLACEWITHSCORE /10 pts
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
compares some of the figures to other relevant figures
compares some of the figures to other relevant figures.
fails to compare any figures with other relevant figures.